This post has morphed into a whole series of posts about how and why to manage your classroom using relationships instead of charts and systems. To read the whole series, please visit my Chuck the Chart page. I continue to be overwhelmed, in the best possible way, at the response to Too High A Price: It seems I really struck a chord with many readers.
There will be a description of the classroom management method, a discussion of the pros and cons, goals and the consequences of the system.
I will give examples of the classroom management that I witnessed in both of my placements. This analysis illustrates a variety of issues. Mainly, deciding what type of system to use with certain students.
It is vital that teachers consider the personalities and characteristics of their students and their own personal philosophy before they decide the type of classroom management to employ in a specific classroom. Special Education Classroom In my practicum placement I observed two distinctly different forms of classroom management.
My cooperating teacher, Mrs. Jones, maintains a teacher run and direct instruction philosophy. The teacher and the paraprofessional run every lesson and small group instruction.
The physical arrangement of the classroom also displays this philosophy. The desks are arranged in rows with ample space in between students.
This does not really permit any collaborative learning or group discussions to take place. She also has two time-out areas in which the students go to for discipline purposes or just for a place to do their work in a quieter environment.
Many of the students have severe learning problems.
Consequently, it leads to behavior issues among the students. Many of them are easily frustrated. Therefore, they look down upon school and learning. It was able to eliminate most of the negative attitudes and create a positive atmosphere for learning.
Description of Classroom Management System Mrs. Jones has a very interesting classroom management policy in effect in her classroom.
She utilizes a self manager, which is a point card. Each day, the students are to take home their point card and have it signed in by their parents. The card monitors how the students prepare for the activity, how they complete the task and their behavior during the task completion.
There is a slot for every part of the day.Parent Checklist: Preschool/Kindergarten Placement for The information should be obtained through observation and Is there a behavior management system that provides clear structure for the class and consistent rules?
Does the curriculum include a . If a behavior is so infrequent that you probably will not see it in a minute observation period, direct observation may not be the data collection system to choose. You still may wish to observe the classroom to get a picture of the physical environment and an overview of the class dynamics.
I have recently decided to try the “no behavior management system” in my room.
And the free choice has worked great as a reward. “Behavior Management”: not systems, this post, I have written a companion piece, describing how I DO manage behaviour in my classroom: “Behaviour Management” not systems, but relationships.
Please. provides a well structured, cohesive behavior management system in which all classrooms are required to participate while the inclusive public school studied is .
At those times, we should contact a behavior-management specialist, school psychologist, or other trained professional for a more thorough assessment. Conducting a functional assessment can be . observation system that has as much validity information as pos- behavior matter for students, what typically happens in classrooms around the country, how what is happening typically used to complete management activities such as taking attendance and listening to school announcements.